Download American Imperialism Unit Plan

American Imperialism
America Claims an Empire
Enduring Understanding
At the beginning of the 20th Century, competition for economic, political, and military
power brought the United States into international conflict.
Essential Questions
1. How did global competition motivate the United States to become a world power?
2. How did the U.S. exercise this new power?
CLA Questions
Identify and explain the three motivating factors that led to American imperialism.
Compare and contrast the foreign policies of the three presidents: Theodore
Roosevelt, William H. Taft, and Woodrow Wilson.
Forces of Unity and Disunity
6.14: Students understand the tensions between the forces of unity and those of disunity in
various times in their local community, in the United States, and in various locations world
wide.
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Overview
At the beginning of the 20th Century, competition for
economic, political, and military power brought the United
States into international conflict. In this lesson, the
students will understand the tensions between the forces
of unity and disunity by examining and discussing the
following questions:
1.
How did global competition motivate the United
States to become a world power?
2. How did the U.S. exercise this new power?
3. Should the U.S. become an Imperialist Power?
4. What should our foreign policy (role) consist of today?
The students will take on the role of a character living during the time period who shares an
opinion towards American Imperialism. The emphasis of this activity will be to evaluate
America‟s rationale of maintaining a military and political presence around the world in our
recent history as well as today. To what extent is America righteously playing the role of a
legitimate peace keeper in today‟s world?
Instructional Strategies
1. Pre-Assessment Activity Questions:
Interpret the political cartoon, “The Big Stick in the Caribbean Sea” at the
beginning of this unit plan: what are the objects in the cartoon?; what may the
objects symbolize?; how may the objects and/or symbols connect with the unit
plan‟s enduring understandings and essential questions.
2. Pre-Quiz Activities: Interpret a series of pre-quiz questions at the beginning of
every class that will cover the following subjects:
a. Vocabulary Terms;
b. The Motivating Factors of American Imperialism;
c. An Anti-Imperialist View;
d. The “Four Schools of American Imperialism”;
e. The “Three Presidents-Three Policies” Background Information.
f. The Five Major Events of American Imperialism
3. Lesson Preview: Interpret the “Three Factors That Fueled American Imperialism”
and an “Anti-Imperialist” view as a class through via teacher presentation and begin
to understand how these factors can lead to unity and disunity in America and
world-wide.
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4. “The Four Schools”: The class will be divided into the Four Schools of American
Imperialism. Each group will be assigned a character and read their selected
reading from the newsletter. The characters will include: Henry Cabot Lodge; Carl
Schurz; Josiah Strong; and Alfred T. Mahan.
Each of the groups will create a slogan, a symbol, and at least 3 points or values that
best represents their character on a teacher-designed worksheet. The students
will then record on a matrix worksheet the above information concerning the other
three characters‟ slogans, symbols, and points/values.
5. “Three Presidents-Three Policies”:
The students will read all three of the
presidential policies in the newsletter, “Three Presidents-Three Policies.” The
students will also complete a film worksheet that will help them to identify which
presidential policies your character would agree, disagree, or partially agree and
provide at least one reason that justifies your rationale.
6. Differentiated Newsletter Reading Activities: In this unit plan you will have the
opportunity to reflect upon your reading by writing an editorial or creating a graphic
organizer.
a.
Editorial: If you choose to write an editorial, you will create a 2 paragraph
editorial that consists of 3-5 sentences per paragraph. You will write the
editorial as a response from the point of view of your imperialist character
(i.e. Lodge, Schurz, Strong, or Mahan). You must include at least 3 facts
from the newsletter article (underlined please) in the context of your
editorial.
b. Graphic Organizer: If you choose to create a graphic organizer, you will
categorize the main events, concepts, points of view, policies, etc. that you
believe to be important in the newsletter article. You must also include a
summative/glue statement of at least 2-3 sentences that accurately
represents how your imperialist character (i.e. Lodge, Schurz, Strong, or
Mahan) would respond to the facts presented in the article.
7. Vocabulary Quiz/Unit Plan Test: The students will be assessed on their vocabulary
understanding by taking a vocabulary quiz that includes a short-answer response
with a word bank and a unit test that follows the order of the Bloom „s Taxonomy
Study Guide (see next page).
8. American Imperialist Jeopardy: The students will compete for bonus points on the
unit test in their „Four Schools‟ of Imperialism teams by playing the game Jeopardy.
First Place = 8 points;
Second Place = 5 points;
Third Place = 2 points;
Fourth Place = 1 point.
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BLOOM’S TAXONOMY
American Imperialism Study Guide
Finish
Taxonomy
Skill—What you should be able to achieve
Create
Create your own personal U.S. foreign policy that addresses the
economic, military, and political interests that the United States
should follow. Be sure to use concrete details that you have learned
throughout the unit plan that helps to support your policy.
Evaluate
Agree and /or disagree with the events that you have read and learned
in this unit plan through the perspective of your character.
Agree and/or disagree with the foreign policies of Roosevelt, Taft, and
Wilson through the perspective of your character.
Analyze
Compare and contrast your character‟s perspective with the other
character‟s perspectives.
Compare and contrast your character‟s perspective with the policies of
the three presidents (T. Roosevelt, Taft, and Wilson).
Apply
Interpret how your new learning of the vocabulary, characters, and
presidential policies can be applied to the classroom activities and
newsletter readings.
Knowledge &
Understanding
Learn the meaning and the value of the vocabulary terms, the
characters and their perspectives, and the foreign policies of the 3
American presidents: Theodore Roosevelt, William H. Taft, and
Woodrow Wilson.
Start
Enduring Understanding
At the beginning of the 20th Century, competition for economic, political, and military power
brought the United States into international conflict.
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American Imperialism Terms To Know
Term
Definition
1. imperialism
The political, military, or economic domination of one country over another.
2. isolationism
A government policy based on the belief that national interests are best served by
avoiding economic and political alliances with other countries.
3. intervene
To involve yourself deliberately in a situation, especially in a conflict or dispute, in
order to influence what is happening and, most often, to prevent undesirable
consequences.
A United States Senator who encouraged America to expand in order to economically
compete with other countries.
4. Henry Cabot Lodge
5. Carl Schurz
An anti-imperialist politician who believed that the U.S. should defend its interests,
but our policy should promote peace, not conquest.
6. Josiah Strong
9. reformer
A Christian missionary (someone who goes to another country to spread his/her
religious faith) who believed it was the duty of the U.S. to morally spread its AngloSaxon civilization to the dark places of the world.
A naval officer and historian who believed that U.S. foreign policy should become a
world power by building a strong navy via ships and acquiring convenient coaling
stations.
A social theory stating that the political and economic advantages in a developed
society are gained from the biological advantages of its collective membership (i.e.
survival of the fittest).
A person or a movement that tries to make change or tries to change others.
10. Anglo-Saxon Civilization
A term used by Josiah Strong that refers to white English-speaking peoples.
11. White Man‟s Burden
The belief that Anglo-Saxons had a moral responsibility to spread their religion and
culture in order to civilize primitive peoples
12. realism
The U.S. foreign policy that focuses on practical (realistic) concerns and national selfinterest (what we can gain from this experience: natural resources, Panama Canal, etc).
13. idealism
The U.S. foreign policy that focuses on moral values (right vs. wrong) and the spread
of American ideals (democracy and capitalism).
14. national interest
A set of goals (political, economic, and military) that a country considers to be
important.
15. Western Hemisphere
The half of the Earth that is to the west of the prime meridian, including North and
South America and portions of western Europe and Africa
16. Monroe Doctrine
The political principle that stated that Europe should no longer involve itself in the
Western Hemisphere.
17. Big Stick Policy
President Theodore Roosevelt‟s approach to U.S. foreign policy that included working
patiently to achieve goals overseas but using force if necessary.
18. Dollar Diplomacy
President William Howard Taft‟s approach to U.S. foreign policy that was to encourage
and protect American trade and investment in Latin America and Asia.
19. Moral Diplomacy
President Woodrow Wilson‟s approach to U.S. foreign policy that was based on
democratic ideals (beliefs), rather than economic investment or the use of force.
20. Self-Determination
An approach to U.S. foreign policy based on the right of people in other countries to
decide their own government, free of outside influence.
7. Alfred T. Mahan
8. Social Darwinism
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Name:
Date:
Class Activity #1
Enduring Understanding
At the beginning of the 20th Century, competition for economic, political, and military power brought the
United States into international conflict.
Directions: Interpret the political cartoon, “The Big Stick in the Caribbean Sea” at the beginning of this
unit plan.
1.
What are the objects in the cartoon?
2.
What may the objects symbolize?
3.
How may the objects and/or symbols correlate with the unit plan‟s enduring understandings and
essential questions?
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Name:
Date:
Class Activity #2
This Assignment addresses the following CLA Question:
CLA Question #8: Identify and explain the three motivating factors that led to American
Imperialism.
Instructions: Please fill in the missing information in the sections below during the presentation.
“The Three Factors That Fueled American Imperialism”
Imperialism is the policy of extending the rule or authority of a stronger nation over a weaker one. As we
have discussed in earlier lessons, the belief in manifest destiny had pushed the U.S. border to the Pacific
Ocean.
However, with the expansion of European colonies into Africa and Asia in the late 19th century, coupled with
the emergence of an imperialistic Japan, our nation‟s leaders were convinced that in order to remain
globally competitive the United States must expand overseas. America‟s new imperialism was motivated by
three factors:
Motivating Factor #1: Military
*Desire for military strength;
*
*Modern naval fleet to protect American business and shipping interest around the world;
*
Method of maintaining military control:
*Use of military force to either support or overthrow regimes;
*Establish and maintain overseas military bases.
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
Motivating Factor#2: Economic
*Thirst for new markets;
*
*New technology in the late 19th century created more goods than Americans could ever consume;
*
*Foreign trade would solve unemployment and economic depression.
Method of maintaining economic control:
*Exploiting a colony for its raw materials and natural resources;
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*Making a colony dependent on colonizer‟s agricultural and manufactured goods.
Motivating Factor #3: Political
*Belief in cultural superiority;
*
*Belief in racial superiority of Anglo-Saxons;
*
Method for maintaining cultural superiority
*“Manipulating” or “encouraging” leadership in their own government;
*Spread of Anglo-Saxon political and cultural influence and identity.
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
Anti-Imperialism: Peaceful Measures
*Belief in promoting peace, not conquest;
*
*We already have enough land with westward settlement;
*Our economy can regulate itself;
*
*We have too many domestic problems with immigration and poverty;
*
Method for maintaining a policy of Peace
*Influence others by good example and wise counsel.
*Support the rights and respect of ourselves and others.
*Stay out of other people‟s domestic affairs.
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
What’s Your Reaction?: Provide at least two examples where you may agree or disagree with the
motivations of American Imperialism. Or you can site one agreement and one disagreement with our
imperialist motivations.
Explain why you feel this way;
What are the advantages/disadvantages to these motives?
Are we a better country today for following through with these motivations? Why or why not?
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Name:
Date:
Class Activity #3
CLA Question #8: Identify and explain the three motivating factors that led to American Imperialism.
Instructions:
1. Read your character‟s article in the Newsletter located on pages 2 or 3. Then respond to the
following tasks below in your small groups/teams.
2. Record all of the character‟s information from the Four Schools of American Imperialism in
the matrix below.
Name of Character:
1. Create a slogan that best represents the ideals of your character‟s views towards American Imperialism.
2. Illustrate a symbol that also best represents the ideals of your character‟s views towards American
Imperialism.
3. Identify at least 3 points or values that best represents your character‟s views towards American
Imperialism.
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Name
Slogan
Symbol
Points/Values
L
O
D
G
E
S
C
H
U
R
Z
S
T
R
O
N
G
M
A
H
A
N
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Name:
Date:
Class Activity #4
This Assignment addresses the following CLA Questions:
CLA Question #9: Compare and contrast the foreign policies of the three presidents: Theodore Roosevelt,
William H. Taft, and Woodrow Wilson.
Instructions: The students will review the presidential policies in their newsletter, “Three Presidents-Three Policies.”
Then the students will observe the film series, The Presidents, and complete the matrix below that will help them to
identify which presidential foreign policies that your character would agree, disagree, or partially agree. Then write a
personal reflection. Please be sure to provide at least one concrete fact that justifies your rationale.
President Foreign Policy
R
O
O
S
E
V
E
L
T
T
A
F
T
W
I
L
S
O
N
Evaluate: Which foreign policy/policies would your character prefer? Explain.
Evaluate: Which foreign policy/policies would you personally prefer? Explain.
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Name:
Date:
American Imperialism Jeopardy
Forces of Unity and Disunity 6.14:
Students understand the tensions between the forces of unity and those of disunity in various times in
their local community, in the United States, and in various locations world wide.
Instructions
Students will answer the following questions regarding American Imperialism. These questions will be the
basis for our American Imperialism Jeopardy game activity. This worksheet is worth a quiz grade. Most of
the information will be found in your newsletter.
Overview
The students will be competing against one another in four teams that represent the four schools of
American Imperialism: Lodge; Shurz; Strong; and Mahan.
Completion of the Jeopardy Worksheet will count as a quiz grade.
Bonus Points earned in the Jeopardy Game are dependent upon two criteria:
1.
Participation in the Jeopardy Game; and
2. Placement of Competition.
The First Place team will receive 8 bonus points that will be added to their American
Imperialism Test;
Second Place will receive 5 bonus points that will be added to their American Imperialism
Test;
Third Place will receive 2 bonus points that will be added to their American Imperialism
Test;
Fourth Place will receive 1 bonus point that will be added to their American Imperialism
Test;
Categories
The categories for American Imperialism Jeopardy will be based on the titles of the articles in the
newsletter.
“Imperial Presidents”
“The Spanish-American War”
“A Man, A Plan, A Canal, Panama”
“The Americas”
“China and the Pacific”
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Name:
Date:
Jeopardy Quiz Worksheet
Instructions: In your American Imperialism groups (four schools: Lodge, Schurz, Strong, and Mahan),
divide and conquer the readings in your newsletter and the questions below and on the following
worksheets. Then share and study your answers for the Jeopardy Game.
I. “Imperial Presidents:”
1. The President of the United States during the Spanish-American War.
2. This was the name of President Roosevelt‟s foreign policy which consisted of working quietly and
patiently to achieve goals overseas while using military force when necessary.
3. Focusing on his Dollar Diplomacy, this president encouraged and protected American trade and
investment in Latin America and Asia.
4. Believing that the United States should use its power to aid “the development of constitutional liberty
in the world,” this president perused a foreign policy he called Moral Diplomacy.
5. With the help of Secretary of State John Quincy Adams, this president established a series of
principles stating that the United States would view European involvement in the Western Hemisphere as a
direct threat to American interests.
II. Spanish-American War:
1. This Republican assistant secretary to the Navy pushed for war against Spain.
2. President William McKinley was the last American president to have served in this „not-so-nice‟ little
war.
3. Newspaper publishers like William Randolph Hearst and this man, worked up „war fever‟ among the
American public that helped to pressure McKinley into the Spanish American War.
4. This American ship of war (while not on vacation) exploded in Cuba‟s Havana harbor.
5. This U.S. amendment gave the U.S. the right to intervene in Cuba after the
Spanish-American War in order to protect “life, property, and individual liberties.”
III. A Man, A Plan, A Canal, Panama:
1. The Panama Canal links these two major oceans.
2. The United States maintained control of the Panama Canal until December 31 of this year.
3. At first, the United States proposed building the Panama Canal to this Latin American country, which
later rejected the proposal.
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4. In 1850, the U.S. built a railroad across the Isthmus of Panama to transport Americans during this
great event.
5. During this American conflict, the U.S. sent 65,000 troops to Panama to protect the canal.
IV. The Americas:
1. This European country demanded a port in present-day Dominican Republic as compensation for an unpaid
loan.
2. For 72 years, this island nation experienced a total of 102 revolts, wars, or coups.
3. Determined “to teach Latin Americans to elect good men,” President Woodrow Wilson sent naval forces
to this country in 1913 and imposed military rule in one of its major cities.
4. Although Charlemagne Peralte resisted American occupation in Haiti, he was later captured and killed by
U.S. Marines. His body was photographed against a door with a these two items to serve as a lesson to
other Haitians.
5. The signing of this act by President Wilson in 1917 made Puerto Rico a U.S. territory, giving Puerto
Ricans citizenship but no voting rights.
V. China and the Pacific:
1. American interests in Hawaii grew because of its fine harbors and its strategic value as this.
2. This American president withdrew the annexation treaty for Hawaii “for the purpose of reexamination.” He also received the Queen of Hawaii at the White House and replaced the stars and stripes
in Honolulu with the Hawaiian flag.
3. The idea that the United States and Western Europe had a duty to „civilize‟ other inferior cultures
became known by this „slogan.‟
4. America‟s foreign policy in China, which called for allowing free trade in China and an end to European
colonization, was called this.
5. In an unsuccessful attempt to expel all “foreign devils” from China, this group led an insurrection in 1900
that killed hundreds of Christian missionaries and thousands of Chinese Christians.
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Name:
Date:
Homework #1
Enduring Understanding
At the beginning of the 20th Century, competition for economic, political, and military power brought the United States
into international conflict.
Essential Questions
1. How did global competition motivate the United States to become a world power?
2. How did the U.S. exercise this new power?
ARTICLE TITLE: “The United States Becomes a World Power (1890-1920)”
Newsletter pages 1 & 2
Option #1: Editorial: Create a 2 paragraph editorial that consists of 3-5 sentences per paragraph. You will write the
editorial that addresses the two Essential Questions (see above). Be sure to provide at least 3 facts from the
newsletter article (underlined please) in the context of your editorial as well as a reaction to the events that you
included. To what extent do you agree or disagree with what you have read in this article?
Option #2: Graphic Organizer: Create a graphic organizer that will categorize the main events, concepts, points of
view, policies, etc. that you believe to be relevant to the two Essential Questions (see above). You must also include a
summative/glue statement of at least 2-3 sentences that explains your personal response/reaction to the facts
presented in the article. To what extent do you agree or disagree with what you have read in this article?
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Name:
Date:
Homework #2
This Assignment addresses the following CLA Questions:
CLA Question #9: Compare and contrast the foreign policies of the three presidents: Theodore Roosevelt,
William H. Taft, and Woodrow Wilson.
ARTICLE TITLE: “What was the Monroe Doctrine,” “Three Presidents, Three Foreign Policies,” Roosevelt Expands U.S.
Involvement Overseas,” “Taft Advances U.S. Economic Interests,” and “Wilson Champions Democracy Around the
Globe.”
Newsletter pages 4 & 5
Instructions
Option #1: Editorial: If you choose to write an editorial, you will create a 2 paragraph editorial that consists of 3-5
sentences per paragraph. You will write the editorial as a response from the point of view of your imperialist character
(i.e. Lodge, Schurz, Strong, or Mahan). You must include at least 3 facts from the newsletter article (underlined
please) in the context of your editorial.
Option #2:
Graphic Organizer: If you choose to create a graphic organizer, you will categorize the main events,
concepts, points of view, policies, etc. that you believe to be important in the newsletter article. You must also include
a summative/glue statement of at least 2-3 sentences that accurately represents how your imperialist character (i.e.
Lodge, Schurz, Strong, or Mahan) would respond to the facts presented in the article.
Name of Character:
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Name:
Date:
Homework #3
ARTICLE TITLE: “The Spanish-American War”
Newsletter page 6
Instructions
Option #1: Editorial: If you choose to write an editorial, you will create a 2 paragraph editorial that consists of 3-5
sentences per paragraph. You will write the editorial from the point of view of your imperialist character (i.e. Lodge,
Schurz, Strong, or Mahan). You must include at least 3 facts from the newsletter article (underlined please) in the
context of your editorial.
Option #2:
Graphic Organizer: If you choose to create a graphic organizer, you will categorize the main events,
concepts, points of view, policies, etc. that you believe to be important in the newsletter article. You must also include
a summative/glue statement of at least 2-3 sentences that accurately represents how your imperialist character (i.e.
Lodge, Schurz, Strong, or Mahan) would respond to the facts presented in the article.
Name of Character:
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Name:
Date:
Homework #4
ARTICLE TITLE: “A Man, A Plan, A Canal, Panama”
Newsletter page 7
Instructions
Option #1: Option #1: Editorial: If you choose to write an editorial, you will create a 2 paragraph editorial that
consists of 3-5 sentences per paragraph. You will write the editorial from the point of view of your imperialist
character (i.e. Lodge, Schurz, Strong, or Mahan). You must include at least 3 facts from the newsletter article
(underlined please) in the context of your editorial.
Option #2:
Graphic Organizer: If you choose to create a graphic organizer, you will categorize the main events,
concepts, points of view, policies, etc. that you believe to be important in the newsletter article. You must also include
a summative/glue statement of at least 2-3 sentences that accurately represents how your imperialist character (i.e.
Lodge, Schurz, Strong, or Mahan) would respond to the facts presented in the article.
Name of Character:
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Name:
Date:
Homework #5
ARTICLE TITLE: “More U.S. Involvement in Latin America” and “Policing the Caribbean and Central America.”
Newsletter pages 8 & 9
Instructions
Option #1: Option #1: Editorial: If you choose to write an editorial, you will create a 2 paragraph editorial that
consists of 3-5 sentences per paragraph. You will write the editorial from the point of view of your imperialist
character (i.e. Lodge, Schurz, Strong, or Mahan). You must include at least 3 facts from the newsletter article
(underlined please) in the context of your editorial.
Option #2:
Graphic Organizer: If you choose to create a graphic organizer, you will categorize the main events,
concepts, points of view, policies, etc. that you believe to be important in the newsletter article. You must also include
a summative/glue statement of at least 2-3 sentences that accurately represents how your imperialist character (i.e.
Lodge, Schurz, Strong, or Mahan) would respond to the facts presented in the article.
Name of Character:
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Name:
Date:
Homework #6
ARTICLE TITLE: “U.S. Involvement in Asia and the Pacific” and “U.S. Interest in China”
Newsletter pages 10 & 11
Instructions
Option #1: Option #1: Editorial: If you choose to write an editorial, you will create a 2 paragraph editorial that
consists of 3-5 sentences per paragraph. You will write the editorial from the point of view of your imperialist
character (i.e. Lodge, Schurz, Strong, or Mahan). You must include at least 3 facts from the newsletter article
(underlined please) in the context of your editorial.
Option #2:
Graphic Organizer: If you choose to create a graphic organizer, you will categorize the main events,
concepts, points of view, policies, etc. that you believe to be important in the newsletter article. You must also include
a summative/glue statement of at least 2-3 sentences that accurately represents how your imperialist character (i.e.
Lodge, Schurz, Strong, or Mahan) would respond to the facts presented in the article.
Name of Character:
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